Inclusive Minds Podcast

PINE is an online platform that trains educators to create neuro-inclusive environments. It emphasizes the importance of a school-wide inclusive mindset and the involvement of neurodivergent experts in creating content. Many classrooms neglect the sensory needs of neurodivergent students, but designing environments with their input benefits all learners. Educators need a mindset shift to embrace inclusion school-wide. By partnering with educators and continuously learning, they can become better inclusive leaders. Inclusion is a mindset that requires shared language, collaboration, and responsibility for all students. Welcome to Episode 1 of Inclusive Minds, Empowering Education for Every Student. Today we'll be summarizing an episode from the Think Inclusive podcast, part of the MCIe series entitled, How Pine is Revolutionizing Professional Learning for Inclusive Education. The guest speaker for the episode is Lauren Williams. Lauren is an autism and inclusion specialist and is also the executive director of the Program for Inclusion and Neurodiversity Education, known as PINE. PINE is an online platform dedicated to training and supporting educators in creating more neuro-inclusive environments. PINE provides help to equip every educator with the necessary tools to support neurodiversity. In the U.S., 15% of students require support in this regard, however many schools still follow outdated models where only a few select staff such as special education teachers receive training to support certain students. PINE advocates for a shift towards a school-wide inclusive mindset, emphasizing that inclusion is not just in one classroom, but inclusion is school-wide, with a shared language and a shared responsibility for all staff members in a school. Central to PINE's approach is the involvement of neurodivergent experts in creating their content. By connecting with individuals and educators who are neurodivergent, educators gain a better understanding of how to support students who are neurodivergent. One example is the classroom environment. Many neurodivergent colleagues have expressed concerns about the harsh social environment in a typical classroom. This includes issues such as harsh lights and lighting, buzzing lights, walls cluttered with visuals, and flopping artwork, which can be extremely overstimulating. It's evident that many classrooms are designed with neurotypical learners in mind, neglecting the necessary needs of all students. Gaining this perspective from an educator who is neurodivergent helps in designing environments sensitive to sensory needs, which benefits not only neurodivergent students, but also enhances the learning experience for all learners. Despite these efforts, there are still barriers to overcome, including the need for a mindset shift among educators, as there still tends to be the thought that these are your kids to work with and these are my kids to work with. However, by encouraging professional development, sharing successes, and fostering a collaborative environment, the idea of inclusion school-wide, where the responsibility of all students is shared by all, is becoming more accepted and more and more educators are feeling empowered to become inclusive leaders. In reflection, becoming a better inclusive leader involves continuous learning and partnering with educators who offer valuable insights in supporting students in the classroom. By understanding that inclusion is a mindset, not a place or a classroom, but a mindset that needs to be shared school-wide, it's a shared language, shared collaboration, and a shared sense of responsibility where all students feel safe, supported, and teachers feel empowered to create school-wide environments. Thank you for listening to the first episode in Inclusive Minds, Empowering Education for All Students. Stay tuned for more insightful discussions. I'm your host, Heidi Berg.